getting them hungry.

The 1st graders made a still life project based on Audrey Flack's when we last met before winter break a month ago. I thought it would be good to revisit this subject in art since it had been so long.

This time we looked at the work of Stephanie Levy. She was born in the states but now lives over in Germany with her family. She is a painter and illustrator who creates images of room interiors. Often times, these interiors contain a still life. Sometimes she even makes more than one still life in the same image. I like how she uses found and drawn patterns to create interest in the negative spaces in her designs. It reminds me of what I do in my own work sometimes:)

The kids and I revisited what makes a still life and then identified some in images from Stephanie's website. We identified her use of pattern, too.

I didn't want to turn this into a collage lesson, so instead of using cut textiles like Stephanie, we used texture rubbing plates to create different patterns in our still life images. We talked about how things felt in the classroom and I told the kids that artists may use the actual texture or feel of something to create a visual texture or pattern in their work.

The kids were pretty thrilled to make a still life of stuff they like to eat.

We started out by drawing a cup together, so they could see how we could make it 3d. After that we added a couple different food items of their choice. I then modeled how to make a napkin and a utensil look like it is laying down by using diagonal lines for the sides and they added a couple of those elements.

Students were required to make one rectangle that had a pattern made of at least one thing from their still life in it. We then added color to the still life and the pattern.

Before we added the texture patterns, students had to add a couple more geometric shapes to fill. I demonstrated how to use the rubbing plates and then they were off. It sounded like I had a bunch of djs scratchin records in my classroom. As long as they made sure to hold the paper still the rubbing plates work great.

The students did a great job with their drawings and managed not to eat any of their supplies during the activity:) I'm looking forward to modifying this lesson and trying it out with my beginning drawing class at the college level. There I will have the students incorporate found textile patterns as well as drawing some.

wild things.

I love sharing Maurice Sendak's Where the Wild Things Are with the kids at school. When I read it with the 2nd graders they get very into it and I get very into it. Howling at the moon. Making monkey sounds. Running in place.

Before we get into the book we talk about texture and what it is. Students give examples of different types of textures and then I ask them to look out for different textures and patterns in the illustrations of the book.

Using the presenter to share the book, I can zoom in on different textures that Maurice created with different line patterns. I love my presenter.

After reading the book we talk about how Max used his imagination to create this far away place and how Maurice used his imagination to create the book itself. I tell the students that they need to use their imagination to create their own wild thing. Palpable excitement ensues.

I point out that they need to create the wild thing and a setting to go along with it. Every character needs a setting.

Since we are focusing on texture students need to include at least 3 different textures/patterns to show that they are proficient in creating implied textures.

We also use actual texture in this project because it is done as a relief print on styrofoam. Students must alter the surface quality of the plate for their image to transfer effectively onto a piece of paper.

We use water soluble markers to color the plate. Before transferring the image I dampen the paper to make the marker color release a bit better onto the paper.

I allow the students to take the styrofoam with them so they can try it out at home again.

follow the line.

Through the house. Around fruit and veggies. Heck, even around gummie bears.

I have used  Laura Ljungkvist's book, Follow the Line Through the House, as the inspiration for a study of contour line and texture for grades 3 and 4. We look at several pages from the book and examine how the line connects many of the items in the house together. Laura outlines many of the shapes with contour line. Other objects are not outlined and their edges are defined by implied lines, or edges that are made when 2 different colors or values butt up against one another.

Laura's illustration style has a mid-century modern look to it. Many items appear flat and abstracted. Even though this is the case, Laura still makes things look like they have different textures or feels by using line and pattern economically. She is simplifying how those items look like they feel, so she is using abstract texture.

After being introduced to Laura's work through her website, students then start design their own "follow the line" scene. The food and drink items are up to them, but they must use a continuous contour line to connect several of their items and they must create 3 different textures by manipulating line in their image.

Students may choose to flatten shapes in a way similar to Laura's style or they may approach their items in a more realistic way.

The 3rd grade students did a crayon and marker drawing on 9x12 sheets. The 4th grade students worked on a larger sheet and did a crayon resist watercolor painting.

In the future I would like to revisit this project and have a contour line carry through a whole class set of drawings.